How to defragmentation two aspects of students’ creative thinking in non-routine mathematical problem solving?

In the process of creative thinking, it is likely that a creative thinker may experience fragmentation in his creative thinking structure. As a result, to overcome the fragmentation of the creative thinking structure, defragmentation efforts are needed. This research details how the fragmentation of students' creative thinking structures in the aspects of flexibility and fluency and how the defragmentation efforts when solving non-routine mathematics problems. This research uses qualitative, explorative, and descriptive methods. The subjects of this study are students who experience fragmentation when applying creative thinking in solving non-routine mathematical problems and are willing to voluntarily become research subjects. Tests, interviews, think-alouds, and observations were used to collect data. The method used to analyze the data was the constant comparative method (CCM). Data validity techniques used source triangulation and method triangulation. The results showed that 1) in the flexibility aspect there is fragmentation of limited focus which can be improved by defragmentation of probe and 2) in the fluency aspect there is fragmentation of perplexity which can be overcome by defragmentation of remembering.